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1.
The Family Walk-In Centre opened November 1978 as a pilot project at Eaton Socon in Cambridgeshire with the aims: to encourage parents to visit the centre on “their terms,” including parents who have abused or who fear they will abuse or neglect their child who may be difficult or handicapped, or because of chronic or acute family problems; further to mobilize “Self Help” groups and offer professional support. “Help” offered to the families included informal and formal group work, family casework and education in social and physical skills. Volunteer and professional support was given at the Centre and at home. Close liaison with specialist agencies was maintained to enable families to receive appropriate help. Periodic reviews and visits were made to maintain contact. An analysis of 50 families who attended the Centre between October 1979 and May 1980 was made to assess: the attendance and reattendance rate which indicated their acceptance of help offered and their motivation to use the Centre; the types of problems presented to the Centre, the types of action taken, the progress made when reviewed after three months and the degree of involvement by the volunteers. A final analysis will comprise 100 families. A preliminary summary found: significant reduction in the registration of new cases of child abuse; self-referrals exceeded significantly other modes of referral; loneliness and parenting difficulties formed the major proportion of families seeking help; 48% of families continued to attend for 3 months or more; work done centered upon discussion of parenting problems in 30% of the cases and involvement in activities with other families in 28%; 18% were assessed as showing improved child care after 3 months. The children are being monitored and will be assessed when they enter the infant school. 相似文献
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Sandhya Paranjpe 《欧洲特需教育杂志》2013,28(2):152-153
ABSTRACT India has accorded a mission status to ‘Education for All’ over the past decade. Since Independence this goal remains elusive, due to certain disadvantaged groups remaining out of the fold of education. One such group is the ‘disabled’, within which those with severe learning difficulties (SLD) pose even more problems. This paper highlights the need to implement a community‐based model of integration for the SLD, and strongly advocates a holistic, community‐responsive educational approach. The model views the primary school as an integral part of the community environment, placing equal importance on other organizational structures. The role of the community as an active and vital partner in planning and implementation of education and support services seems to hold the key to success in achieving integration and education for all by the year 2000. 相似文献
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What should children and young adolescents read? Recent changes in the English curriculum have once again shifted the focus towards more canonical texts, but does featuring such texts on the course necessarily equate to rigorous teaching and in-depth learning? Through a self-examination of her own reading history, the author argues for a dialogic approach to reading and text selection instead, so that students may negotiate better understandings of themselves and their own socio-cultural contexts. 相似文献
4.
Pillai K. R. Upadhyaya Pallavi Prakash Ashish Viswanath Ramaprasad Badrinarayan Srirangam Mukesh H. V. Pai Yogesh 《Education and Information Technologies》2021,26(4):3677-3698
Education and Information Technologies - The current study examines students’ coping process of a forced technological intervention in academic outcome assessment in a higher education... 相似文献
5.
Chitra Upadhyaya Sandhya Mishra P. P. Singh Praveen Sharma 《Indian journal of clinical biochemistry : IJCB》2005,20(1):30-34
Serum antioxidant status and peroxidative stress was estimated in 30 pregnant women, their newborn infants and 25 non-pregnant
women. Serum Ascorbic acid, α-tocopherol, retinol & β-carotene levels were found to be significantly reduced and peroxidative
stress was significantly higher in mothers as compared to matched non-pregnant women. Newborn had significantly higher levels
of ascorbic acid as compared to their mother but had significantly lower levels of lipid soluble vitamins. The peroxidative
stress in newborn was found to be significantly less as compared to their mothers. A positive correlation of ascorbic acid
and α-tocopherol levels between mother and newborn reflects that their status in mother does influence the newborn status. 相似文献
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Gora Dadheech Sandhya Mishra Shiv Gautam Praveen Sharma 《Indian journal of clinical biochemistry : IJCB》2006,21(2):34-38
A disturbance in the antioxidant defense system including α-tocopherol, ascorbic acid and reduced glutahtione metabolism due
to free radical induced oxidative injury has been implicated in various neuro-psychiatric disorders. The roles of these antioxidants,
changes in their blood levels and correlation with oxidative stress were studied in a common psychiatric illness Schizophrenia.
Fifty-eight subjects of either sex ranging in age from 18–60 years divided into two age groups (≤40 and >40 years) diagnosed
for schizophrenia, and forty age and sex-matched normal subjects as controls were included in the study. Blood samples were
analyzed for malondialdehyde (MDA), α-tocopherol, total ascorbic acid (TAA), dehydro ascorbic acid (DHAA), reduced ascorbic
acid (RAA), leucocyte ascorbic acid (LAA) and reduced glutathione (GSH). A decrease in the levels of α-tocopherol, total ascorbic
acid and reduced glutathione was found in schizophrenics compared to normal controls. Further a significant rise in oxidative
stress and decreased antioxidant status was observed in the chronic stage of schizophrenia as compared to those in acute condition.
A significant rise in dehydroascorbic acid with concomitant fall in reduced ascorbic acid suggests scavenging action of ascorbic
acid and its utilization with increased oxidative stress as indicated by high blood malondialdehyde levels. Leucocyte ascorbic
acid, a better index of ascorbic acid status was also found to be reduced in schizophrenics, suggesting depletion of body
stores of ascorbic acid and the condition worsened with advancing age. 相似文献
8.
Praveen Sharma Sandhya Mishra Peeyush Ajmera Sandeep Mathur 《Indian journal of clinical biochemistry : IJCB》2005,20(1):145-149
As antioxidants play a protective role in the pathophysiology of diabetes and cardiovascular diseases, understanding the physiological
status of antioxidant concentration among people at high risk for developing these conditions, such as Metabolic Syndrome,
is of interest. In present study out of 187 first degree non-diabetic relatives and 192 non-diabetic spouses, 33.1% and 19.7%
were found to have metabolic syndrome respectively. Subjects with metabolic syndrome (≥3 risk factors) had poor antioxidants
status as reflected by significantly low levels of vitamin A, C & E and significantly increased (p<0.01) oxidative stress
as compared to those without metabolic syndrome. At the same time serum insulin levels and insulin resistance were found to
be significantly high (p<0.001) in metabolic syndrome. A strong positive correlation (r=0.946; p<0.001) between oxidative
stress and insulin resistance was observed in metabolic syndrome. Low levels of antioxidants and increased oxidative stress
with insulin resistance in metabolic syndrome suggests that besides therapeutic life style changes (TLC) as suggested in ATP
III guidelines inclusion of antioxidant vitamins, fruits and vegetable could be beneficial to ward off the consequences of
metabolic syndrome. 相似文献
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Sandhya N. Baviskar R. Todd Hartle Tiffany Whitney 《International Journal of Science Education》2013,35(4):541-550
Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science education. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods. 相似文献